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Teaching medical students how to use interpreters: a three year experience
Mimi McEvoy1, Maria Teresa Santos, Maria Marzan
1Department of Pediatrics, Albert Einstein College of Medicine, Bronx, New York 10461, USA. mcevoy@aecom.yu.edu
Medical Education Online
|February 19, 2010
Summary
Medical students trained in cross-cultural communication showed increased confidence in interacting with patients with limited English proficiency (LEP). The curriculum improved their skills in using interpreters and hospital language lines.
Area of Science:
- Medical Education
- Health Disparities
- Cross-Cultural Communication
Background:
- Health disparities persist across ethnic/racial groups, particularly affecting individuals with limited English proficiency (LEP).
- Effective communication is crucial for addressing health inequities in diverse patient populations.
Purpose of the Study:
- To assess the impact of a dedicated curriculum on medical students' ability to communicate with patients with LEP.
- To enhance medical students' skills in utilizing interpreters and hospital language services.
Main Methods:
- A required "Cross-Cultural Communication-Using an Interpreter" session was developed for third-year medical students.
- Session content and strategies were refined over three years.
- Student self-efficacy was evaluated using retrospective pre/post-tests (n=110).
Main Results:
- 77.3% of students reported increased preparedness to communicate with patients with LEP.
- 77.3% felt better equipped to instruct untrained interpreters.
- 76.4% felt more confident accessing hospital language lines.
Conclusions:
- The curricular intervention effectively improved medical students' perceived efficacy in communicating with LEP patients.
- Training in interpreter use and language line access should be integrated into medical education.
- Addressing communication barriers is vital for reducing health disparities.
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